Media Literacy
Clip 2: Impact of war
Activity 2: Is it Eddie?
Discover:
Bertie and Sid rush back the Berties’ house as they have heard the postman’s bike bell as he delivers a (war) telegram to his sister Evelyn. His sister is devastated by the news of Freddie’s death (her friend, neighbour and Miss Muller’s nephew). It comes after the family’s previous traumatic news of the death of their father in the war.
  • After viewing the clip, ask students to describe what they think this story is about and explain why by giving evidence from the text. It is important to understand what is happening here. What clues have been presented in the past to help understand what is happening?
  • Focus on the opening scene with the telegram boy and discuss what this signals to the viewer. Have students think about how this makes them feel. Ask students to look carefully to find out what the filmmaker is drawing viewer’s attention to in this scene, how it is done and possible reasons why.
  • It may be necessary to give students some background about telegrams and their critical role as a form of communication before it was common for people to have telephones in their homes. It is also important to highlight the immense significance of a telegram received during war time. It is critically important that the viewers understand this otherwise this scene won’t have the impact or make as much sense as it should. (There could be some students with grandparents who may have kept telegrams from the past, for example, wedding telegrams. Look at the format of a telegram. There are no definite articles, just the important facts.
  • Discuss why telegrams were abbreviated like this, and the cost of sending a telegram. Discuss how telegrams are similar to ‘sms’ texts. What text format has replacedthe telegram today?

Reflect:
  • Ask students to use the worksheet and list the sound in one column and the vision in the other to note what they see as significant. (The audio of the bike bell comes first, a piercing noise which precedes the vision, immediately focusing attention on the bike and the boy.) Other factors colouring the tone of this scene is the demeanour of the boy on bike, the symbolism of the uniform, all designed to create particular meaning for the viewer.
  • Have students look closely again at the way this opening scene is edited, with the montage of shots cutting back and forth between Bertie and Sid and others. Ask students:
  • What is the purpose of this?
  • How does it make you feel?
  • Why do you think the filmmaker wants you to feel like this?
  • Discuss how the filmmaker uses this technique to help tell the story to create the audience response.

Download:Student Activity Sheet: ML10.2

Student Activity Sheet: ML10.2

Clip 2: The impact of WW1

Activity 2: Is it Eddie?

NAME: ………………………………………………………………………...CLASS: ………………

(1)Describe what you think this story is about and explain why by giving evidence from the text. What clues have been presented in the past that helped you understand what is happening?

(2)How has the filmmaker drawn attention to the action and events of this scene and explain why. Telegrams were a critical form of communication before it was common for people to have telephones in their homes. A telegram received during war time was usually telling of bad news. Ask your parents or grandparents if they have an example of a telegram to research the format of the telegram.

  • Why do you think the telegrams were abbreviated like this, what was the cost of sending a telegram?
  • What text format has replaced the telegram today?

(3)List the sounds in column 1 and the vision in column 2 to note what you see as significant in this scene.

Sound / Vision / Purpose
Bike bell / Piercing sound / Get attention, signal a bike is coming, clear the way!

(4)Look closely again at the way this opening scene is edited, with the montage of shots cutting back and forth between Bertie and Sid and others. Answer the following questions:

  • What is the purpose of this?
  • How does it make you feel?
  • Why do you think the filmmaker wants you to feel like this?
  • Discuss how the filmmaker uses this technique to help tell the story to create the audience response.

Media Literacy
Clip 2: Effects of war
Activity 3: Filling the gaps
Discover:
  • When he is distressed,Bertie says he wants his dad, but at this point the audience doesn’t know what’s happened to his father.
  • Have students watch the clip again carefully, looking for clues from the filmmaker which might hint to what’s happened to Bertie’s dad. How does the filmmaker tell us what happened to him?
  • Discuss how the filmmaker has layered this scene with information focusing on the death of soldiers in the war and the consequences for the families and loved ones left behind.

Reflect:
  • Have students write a short text reflecting on how this scene makes them feel and the reasons why.

Download:
Student Activity Sheet: ML10.3

Student Activity Sheet: ML10.3

Clip 2: The impact of war

Activity 3: Filling the gaps

NAME: ………………………………………………………………………...CLASS: ………………

(1)View the clip carefully, looking for clues from the filmmaker which might hint to what’s happened to Bertie’s dad. Consider the following questions and form a response:

  • How does the filmmaker tell us what happened to him?
  • What layers has the filmmaker used in this scene to focus on the death of soldiers in the war and the consequences for their families and loved ones left behind.

(2) Write a short text reflecting on how this scene makes you feel and state the reasons why.

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